The SIOP Model

Focus Areas: Preparation & Building Background Knowledge

The SIOP Model

Focus Areas: Preparation & Building Background Knowledge

SIOP Model of Instruction

Did you know that students need to interact with content, the teacher, AND other students in order for them to create meaning? (Marzano, 2007, p. 31) It's true! Until recently, researchers believed that if learners were actively engaged with teachers and the content it was enough. We now know that students need more! Let's start at the beginning with the SIOP content and learning objectives...

Content Objectives

Content objectives tell what the students will learn during the lesson. This has traditionally been the only objective. The SIOP approach helps us reach more students effectively.

Language Objectives

Language objectives tell how the student will show what they have learned through reading, speaking, writing, or listening. Constant assessing allows teachers to adjust as needed during lesson delivery.

Advantages of Using Both

Students need to know what they are learning and how they need to demonstrate understanding. Verbal and written objectives let students know in advance what they are expected to accomplish.

Content Objectives

Content objectives tell what the students will learn during the lesson. This has traditionally been the only objective. The SIOP approach helps us reach more students effectively.

Language Objectives

Language objectives tell how the student will show what they have learned through reading, speaking, writing, or listening. Constant assessing allows teachers to adjust as needed during lesson delivery.

Advantages of Using Both

Students need to know what they are learning and how they need to demonstrate understanding. Verbal and written objectives let students know in advance what they are expected to accomplish.

Why are written objectives so important?

Why do we take the time to write objectives down? As we plan with the end goal in mind, we need to have clear expectations for ourselves and our students as to the desired outcomes. The quality of our instruction increases as we design lessons using the SIOP model and framework. With objectives clearly defined we can move through the remaining SIOP components. Our students comprehension, retention, and acquisition increase with clearly defined written and oral objectives as well.

Component 2: Building Background Knowledge

In the lesson preparation video, Vogt (n.d) argues reminds us there are three features to the next step in the SIOP model, building background knowledge. First, use and connect a student's background knowledge. Second, make explicit links to past learning. Finally, focus attention on key vocabulary and academic language within the lesson.

I know it is important, but how do I do it?

Marzano (2007) suggests previewing the material, allowing students to process information in small chunks, and utilizing various macrostrategies will help improve students critical-input experiences. There is no single strategy that works for every child. Using a variety of techniques is necessary for success: summarizing, note taking, visual representations, questioning students and allowing for reflection, and integrating cooperative learning.

Week 2 Assignment - Brandi Lund

Thank you for viewing this assignment. I look forward to working with you as we enhance our instruction through incorporating the SIOP model of instruction. In this edition, we have worked through the first two components, Preparation and Building Background Knowledge. Now, you are prepared to move onto the SIOP model's third component, Comprehensible Input, in our next edition of this newsletter.